Description
This study explores how Project-Based Learning (PBL) can transform the teaching of Earth and Space Exploration topics within the Malaysian lower secondary Science curriculum, specifically focusing on Form 1 (Earth's rotation and revolution) and Form 3 (space exploration and satellite technology). Despite these topics’ potential to inspire scientific curiosity and critical thinking, their implementation is often hampered by challenges such as limited teacher expertise in astronomy, lack of hands-on resources and digital tools, and environmental constraints like light pollution and weather conditions that hinder real-time observation.Using a qualitative approach, data was collected through teacher interviews, classroom observations, and analysis of student project outputs. The study highlights how PBL strategies—such as student-designed models of the solar system, simulated satellite launches, and digital storytelling of space missions—foster deeper understanding, creativity, and engagement. Best practices include the integration of technology-based tools (e.g., astronomy simulation apps and AR platforms), cross-curricular STEM collaboration, and partnerships with local science centers and observatories. Findings reveal that PBL addresses content-related challenges and enhances 21st-century skills such as problem-solving, communication, and teamwork. The study concludes by advocating for structured teacher training, curriculum flexibility, and institutional support to scale up PBL in astronomy education across Malaysian schools.
